The challenges of school autonomy : supporting principals

This paper stems from work done under the auspices of a World Bank professional development grant 2001-02. The purpose of the grant was to study innovative support and training models for principals in public and/or private schools in systems where schools are increasingly autonomous, with the goal of identifying relevant lessons for World Bank client countries. Four programs were identified: (a) the English school reform model; (b) the Edmonton school district in Canada; (c) a public-private partnership in the district of Bogota, Colombia; and (d) the Pitagoras Schools Network, in Brazil.